With the implementation of Common Core State Standards (CCSS), K-12 teachers, counselors, and administrators will be held accountable for meeting the explicitly defined standards of college and career readiness for every high school graduate. An equivalent and reciprocal challenge is also placed upon universities to prepare future education professionals to successfully meet the expectations for CCSS downstream outcomes. This will require significant changes to higher education processes to ensure rigorous teacher preparation which includes not only best practices in pedagogy, but also full understanding of the standards set forth by the CCSS. However, opportunities for developing in pedagogy and CCSS do not commonly exist. In an attempt to improve pedagogical rigor of new faculty members, the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri was initiated in the fall semester of 2012. Comprised of an orientation and mentoring process, this study provides an evaluation of the programs strengths, deficiencies and specific suggestions for enhancing the program. The research is limited because it was conducted at the mid-point of the pilot delivery of the complete program. Qualitative analysis was conducted on data collected from university senior leaders, NISE Program committee members and new faculty about their perceptions of the program’s delivery and impact.
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